The paper titled "From Teacher Dependency to Learner Independence: A Study of Saudi Learners’ Readiness for Autonomous Learning of English as a Foreign Language" by Fakieh Alrabai focuses on assessing the readiness of Saudi students for autonomous learning in the context of English as a Foreign Language (EFL). The research aims to explore the perceptions of Saudi learners regarding their responsibilities, decision-making abilities, motivation, involvement in autonomy-related activities, and their overall capacity to take charge of their own learning.
The study's primary purpose is to understand the extent to which Saudi EFL learners are prepared to transition from teacher-dependent learning to more autonomous, self-directed learning. It investigates specific aspects such as learners' perceived responsibilities in their learning process, their ability to act independently, their motivation levels, their participation in activities that promote autonomy, and their overall readiness to learn autonomously.
The research employs a mixed-methods approach, utilizing both quantitative and qualitative data. A sample of 319 Saudi EFL learners, aged 15-24, participated in the study. Quantitative data were collected through a questionnaire with 81 Likert scale items, while qualitative data were obtained through semi-structured interviews with 15 volunteers from the study sample. The questionnaire measured various aspects of learner autonomy, including perceptions of responsibilities, abilities, motivation, autonomy-supportive activities, and capacity for independent learning. The qualitative interviews aimed to provide deeper insights into the learners' interpretations and perceptions of autonomy.
Key findings from the study indicate that Saudi EFL learners demonstrate relatively low readiness for autonomous learning. On a scale of 1 to 5, the mean score for overall readiness was 3.06, indicating a low level of preparedness. The study revealed that only 17.27% of learners perceived themselves as bearing sole responsibility for their EFL learning, while a significant portion of participants displayed high levels of teacher dependency. Despite a moderate level of motivation and ability to learn, learners showed low involvement in self-directed activities and low capacity for autonomous learning. The qualitative data supported these findings, with many learners acknowledging their dependence on teachers and a lack of autonomous practices.
The study concludes that there is a significant need to develop the readiness of Saudi EFL learners for autonomous learning before implementing interventions aimed at promoting autonomy. The findings suggest that both EFL policy makers and educators in Saudi Arabia should reconsider their approach to teaching and curriculum design, with a focus on fostering learner autonomy. The transition to more autonomous learning practices will require a gradual and collaborative effort, involving changes in curriculum design, teaching methods, and the overall learning environment. The study emphasizes the importance of creating conditions that support learner autonomy and highlights the critical role of motivation in achieving this goal.